Designing a set of integrated english supplementary speaking materials for speaking IV subject in english language education study program of Sanata Dharma University - USD Repository
DESIGNING A SET OF INTEGRATED ENGLISH
SUPPLEMENTARY SPEAKING MATERIALS
FOR SPEAKING IV SUBJECT IN
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
OF SANATA DHARMA UNIVERSITY
A Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
A. Y. ADVENTA PRAMUSHANTI
Student Number: 011214046
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Time grabs you by the wrist directs you where to go So make the best at this test and don’t ask why It’s not a question, but a lesson learned in time
(Time of Your Life, a song by Green Day) Dedicated to:
Jesus Christ, My great parents, My beloved sister, and My other half
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ACKNOWLEDGEMENTS
With the completion of this thesis, I would like to express my very first gratitude to Jesus Christ, for his abundant love and grace upon my life. I thank Him for His guidance and endless love that stand above all.
I am so much indebted to my major sponsor, Markus Budiraharjo, S.Pd.,
M.Ed. His guidance, encouragement and advice definitely contributed many to
the completion of my study. I thank him for being so inspiring. I would also express my sincere gratitude to my co-sponsor, Henny Herawati, S.Pd.,
M.Hum., for her support, advice, and time to read and revise my thesis.
My deepest gratitude goes to my parents, Bapak Teguh C. Dalyono and
Ibu Ceacilia Indah Retnowati, who always give love, encouragement and
support. Their effort in raising and educating me made me who I am now. I cannot thank them enough for their love and patience. I also give my special gratitude to my beloved sister, A. M. Theoterra Yoshanti, for being my rock in my ups and downs. For me, she is the best sister one can ever have. I would like to thank my uncle, Y. Puryanto, SCY. His continuous prayer and love played a great role in my life.
I owe all lecturers in English Language Education Study Program for their guidance and kindness during my study in Sanata Dharma University. My gratitude also goes to Ms. Peggy Lowry for the encouragement and advice, and
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My next appreciation goes to Mbak Danik and Mbak Tari from the Secretariat and all library staffs for their encouragement and help.
I am very happy to give my endless thanks to my best friends, Widya,
Tuty, Desi, Icha, Ella, Shinta, Diah, Sito, Adis, Niken, Naomi, Widi, Fajar,
Leo, Bowo, Gelar, and Yos (`). Their love, encouragement, and companionship
color my days. I also thank Tuty for the grammar correction in my designed materials. My special thankfulness is given to Widya for being a truly friend. I thank her for the patience, support and advice especially in my hard days.
My special appreciation goes to my friends in Youth English
Community, Mas Nunuk, Icha, Tunjung, Sisca, Endro, Retno, Mbak Retty,
Mbak Domi, Mas Ponky, Mas Silih and Mas Onggo for being a family. I really
enjoyed the time when we worked and laughed. Thank for the coffee session and the wonderful times we’ve been through.
My thankfulness also flies to my friends in Teater Toedjoeh, Tika, Dika,
Vita, Guntur, Rico, Adi, Otto and Wikan for helping me to find the meaning of
life. I thank my dearest cousins, Tika ‘Cing’ and ‘Meme’ Dika for the laughter and the endless support. I would also thank Ceklex for all the gadget things and
Maseko for creating beautiful layout in the designed materials.
Last but not least, with my grateful heart, I would like to express my special thankfulness to my only partner, Teddy Dwi Satrio Dumasthary for always being there. His love, patience, and support mean so much in my life. Thank you for being my other half.
A.Y. Adventa Pramushanti
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TABLE OF CONTENTS
pageTITLE PAGE ……………………………………………………………..... i PAGE OF APPROVAL ……………………………………………………. ii PAGE OF ACCEPTANCE ………………………………………………... iii PAGE OF DEDICATION …………………………………………………. iv STATEMENT OF WORK’S ORIGINALITY …………………………….. v ACKNOWLEDGEMENTS ……………………………………………....... vi TABLE OF CONTENTS ………………………………………………...... viii LIST OF FIGURES ………………………………………………………... xii LIST OF TABLES ………………………………………………………… xiii ABSTRACT ………………………………………………………….......... xiv
ABSTRAK …………………………………………………………............... xv
CHAPTER I: INTRODUCTION
1 A. BACKGROUND OF THE STUDY …………………………………….
1 B. PROBLEM IDENTIFICATION ………………………………………...
5 C. PROBLEM LIMITATION ……………………………………………...
7 D. PROBLEM FORMULATION …………………………………………..
8 E. OBJECTIVES OF THE STUDY ………………………………………..
8 F. BENEFITS OF THE STUDY …………………………………………...
8 G. DEFINITION OF TERMS ………………………………………….......
9
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CHAPTER II: REVIEW OF RELATED LITERATURE
12 A. THEORETICAL DESCRIPTION …………………………………........
12 1. Communicative Language Teaching ………………………………..
12 a. Theory of Language and Language Learning ….………………..
13 b. The Roles of Teachers and Students …………………….............
14 c. The Roles of Instructional Materials …………………….............
15 2. Teaching Speaking …………………………………………..............
15 a. The Nature of Speaking ……………………………………........
16 b. Principles for Designing Speaking Techniques ……………........
17 c. Type of Classroom Activity ……………………………..............
19 3. Public Speaking ……………………………………………………..
21 a. Preparing Speech ………………………………………………..
21
b. Delivering Speech ….……………………………………………
24 4. Integrated Language Teaching ….…………………………………...
26 a. Task-based Instruction ….………………………………….........
29
b. Content-based Instruction ….……………………………………
29
5. Instructional Material Design Models ………………………………
31 a. Kemp’s Instructional Design Models …………………………...
31 b. Yalden’s Instructional Design Models ….………………….........
33 B. THEORETICAL FRAMEWORK ….…………………………………...
36
42 CHAPTER III: METHODOLOGY A. RESEARCH METHODS ……………………………………………….
42
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2. Survey Research ……………………………………………….........
43 a. Pre-design Survey Research ……………………………….........
43 b. Post-design Survey Research ….………………………………...
43 B. RESEARCH SETTING ….……………………………………………...
44 C. RESEARCH RESPONDENTS ………………………………………....
44 1. Respondents of the Pre-design Survey Research ….………………...
44 2. Respondents of the Post-design Survey Research ….………….........
45 D. RESEARCH INSTRUMENT …………………………………………...
46 1. Questionnaire ….……………………………………………….........
46 a. Questionnaire of the Pre-design Survey Research ….…………...
46 b. Questionnaire of the Post-design Survey Research ….………….
47
2. Interview ….…………………………………………………………
47 a. Interview of the Pre-design Survey Research ….………………..
47
b. Interview of the Post-design Survey Research ….………………
47 E. DATA GATHERING …………………………………………………...
48 F. DATA ANALYSIS ….…………………………………………………..
49 G. RESEARCH PROCEDURES ….………………………………………..
51
54 CHAPTER IV: RESEARCH RESULTS AND DISCUSSION A. RESEARCH RESULTS ………………………………...........................
54 1. The Results of Pre-Design Survey ….……………………………….
54 a. Conducting Need Survey ….…………………………………….
55 1) Result of the Questionnaire for Students ….………………...
55
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b. Stating Competencies ….………………………………………..
65 c. Listing Subject Contents ….……………………………………..
69 d. Selecting Teaching/ Learning Activities ….……………………..
73
e. Evaluation ….……………………………………………………
73 2. The Result of Post-Design Survey ….……………………………….
74 a. Description of the Respondents ….……………………………...
74 b. Data Presentation ….…………………………………………….
76 1) Descriptive Statistics of the Respondents’ Opinions on the Designed Materials ………………………………………….
76 2) Results of the Interview ….………………………………….
81 3) Respondents’ Comments and Suggestions on the Designed Materials …………………………………………………….
84 B. DISCUSSION ON THE DESIGNED MATERIALS ….………………..
87 C. PRESENTATION OF THE DESIGNED MATERIALS ….……………
91 CHAPTER V
94 A. CONCLUSIONS ….……………………………………………………..
94 B. SUGGESTIONS ….……………………………………………………..
95 BIBLIOGRAPHY ………………………………………………………….
97 101
APPENDICES
APPENDIX A: Letter of Permission ……………………………………... 102
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APPENDIX C: The Raw Data of the Post Design Survey ……………….. APPENDIX D: General Description, Syllabus and Lesson Plan of the Designed Materials ……………………………………...
APPENDIX E: Presentation on the Designed Materials ………………....
112 116 135
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61 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
60
58
58
56
52
38
LIST OF FIGURES
Figure 2.1. Kemp’s Instructional Design Model ..…………………………..Figure 2.2. Yalden’s Instructional Design Model ..………………………… Figure 2.3. The Writer’s Model in Designing the Instructional Design …….page
Figure 4.5. The Topic Selection ...…………………………………………..Factors ..………………………………………………………… Figure 4.4. The Communication Skills Needed ..…………………………...
Figure 4.2. The Students’ Difficulties in Learning Speaking: InstructionalFactors ..…………………………………………………………
Figure 4.2. The Students’ Difficulties in Learning Speaking: LanguageFigure 4.1. The Respondents’ Average Speaking Grade ..…………………..Figure 3.1. The Research Procedure ..………………………………….........33
LIST OF TABLES
46
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79
77
76
75
66
63
59
56
50
46
page
Table
Table 4.9. The Results of the Interview ..………………………………… Table 4.10. Presentation of the Final Version of the Designed Materials ..Impact of the Designed Materials to Students’ Learning Process ……...........................................................................
Table 4.8. The Descriptive Statistics of Respondents’ Opinion on theTable 4.7. The Descriptive Statistics of Respondents’ Opinion on the Materials Development ..………...............................................Table 4.6. The Description of the Respondents of the Interview in Post- design Survey ..……………………………………………......Table 4.5. The Description of the Respondents of the Questionnaire in Post-design Survey ..………………………………………......Table 4.4. The Competencies and Indicators ..……………………………Table 4.3. The Results of Interview with Lecturers ..…………………......Table 4.2. The Respondents’ Opinion of the Speaking Class ..…………...Table 4.1. The Calculation of Respondents’ Average Speaking Grade …..Table 3.3. The respondent’s opinion on the designed materials ..……......Table 3.2. The table of description of the respondents of the interview in the post-design survey research ..………………………..........3.1. The table of the description of the respondents of questionnaire in post-design survey research ..……………......
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ABSTRACT
Pramushanti, A.Y. Adventa. 2007. Designing a Set of Integrated English
Supplementary Speaking Materials for Speaking IV Subject in English Language
Education Study Program of Sanata Dharma University. Yogyakarta: English
Language Education Study Program. Sanata Dharma University.
One of the most fundamental skills required these days is the ability to communicate orally particularly using English language. A speaking class which generally employs segregated language instruction methods and put a heavy focus on linguistic functions is considered to be insufficient in developing students’ knowledge as it puts little emphasis on authentic communication. The integrated language instruction offers a real-life integration of language skills which is believed to provide students with meaningful learning experiences.
This study was intended to design a set of integrated English supplementary speaking materials for Speaking IV subject in the English Language Education Study Program of Sanata Dharma University. There were two problems formulated in this study. The first problem concerned with how a set of supplementary integrated English instructional speaking materials for speaking IV subject on English Language Education Study Program of Sanata Dharma University was designed. The second one dealt with what the designed supplementary integrated English instructional speaking materials would look like.
In order to answer the two problems formulated previously, the writer employed the survey research which was divided to pre-design survey research and post-design survey research. To answer the first problem, the writer modified two instructional design models, which were Kemp’s and Yalden’s instructional design models. The writer applied five steps which were adapted from those two instructional design models. The steps were (1) conducting needs survey, (2) stating competencies, (3) listing subject content, (4) selecting teaching/ learning activities and resources (5) evaluation. Related to the second problem, the writer presented the final version of the designed materials which had been revised and improved based on the respondents’ comments and suggestions.
The final version of the designed materials consisted of ten units. Each unit consisted of two parts, namely the multimedia materials and the classroom materials. The multimedia materials consist of two sections namely reading section and listening section. The classroom materials covered activities used in the classroom which consists of speaking and writing activity.
There are two conclusion can be drawn from the study. First, the integrated language instruction is potential in promoting the language learning process. The second conclusion was based on the descriptive statistic analysis, the integrated English supplementary speaking materials for Speaking IV subject in English Language Education Study Program of Sanata Dharma University was good and acceptable. The writer hopes that the designed materials are beneficial to students, teachers, and future researcher.
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ABSTRAK
Pramushanti, A.Y. Adventa. 2007. Designing a Set of Integrated English
Supplementary Speaking Materials for Speaking IV Subject in English Language
Education Study Program of Sanata Dharma University. Yogyakarta: Program
Studi Pendidikan Bahasa Inggris. Universitas Sanata Dharma.
Salah satu ketrampilan dasar yang dibutuhkan pada masa sekarang adalah kemampuan komunikasi lisan khususnya menggunakan bahasa Inggris. Sebuah kelas berbicara yang umumnya memiliki instruksi pengajaran yang tersegregasi dan menekankan pada fungsi-fungsi linguistik dianggap tidak memadai dalam mengembangkan pengetahuan siswa dikarenakan terbatasnya penekanan pada komunikasi otentik. Instruksi pengajaran yang terintegrasi menawarkan sebuah integrasi ketrampilan-ketrampilan bahasa yang otentik.
Studi ini bertujuan untuk menyusun seperangkat materi berbicara tambahan bahasa Inggris yang terintegrasi bagi mata kuliah Speaking IV di Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma. Ada dua permasalahan yang dirumuskan dalam studi ini. Masalah pertama berhubungan dengan bagaimana seperangkat materi berbicara tambahan bahasa Inggris yang terintegrasi bagi mata kuliah Speaking IV di Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma disusun. Masalah kedua berkaitan dengan bentuk dari seperangkat materi berbicara tambahan bahasa Inggris yang terintegrasi.
Untuk menjawab kedua permasalahan diatas, penulis menggunakan survei riset yang terbagi menjadi survei sebelum penyusunan materi dan survei setelah penyusunan materi. Untuk menjawab rumusan permasalahan pertama, penulis menggabungkan dua model materi pengajaran dari Kemp dan Yalden. Penulis menerapkan lima langkah yang diadaptasi dari kedua model tersebut. Langkah- langkah tersebut adalah (1) melakukan survei kebutuhan, (2) menyebutkan tujuan pembelajaran, (3) mendaftar isi materi, (4) menyeleksi aktivitas belajar mengajar dan sumber-sumber belajar, dan (5) melakukan evaluasi. Sehubungan dengan permasalahan kedua, penulis menyajikan rancangan akhir materi yang telah direvisi dan dikembangkan berdasarkan komentar-komentar dan umpan balik dari responden.
Rancangan akhir materi terdiri dari sepuluh unit. Setiap unit terdiri dari dua bagian, yaitu materi multimedia dan materi kelas. Materi multimedia terbagi menjadi dua bagian, yaitu membaca dan mendengarkan. Materi kelas meliputi aktifitas-aktifitas yang digunakan dalam proses pembelajaran di kelas yang terdiri dari aktifitas berbicara dan menulis.
Ada dua kesimpulan dari studi ini. Pertama, instruksi pembelajaran bahasa yang terintegrasi potensial dalam mengembangkan proses pembelajaran bahasa. Kedua, seperangkat materi berbicara tambahan bahasa Inggris yang terintegrasi bagi mata kuliah Speaking IV di Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma layak dan dapat diterima. Penulis berharap desain materi ini bermanfaat bagi siswa, guru, dan peneliti selanjutnya.
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CHAPTER I INTRODUCTION This chapter presents some important points to initiate a discussion of the
main problem of this study. They include the background of the study, the problem identification, the problem limitation, the problem formulation, the objectives of the study, the benefits of the study, and the definition of terms.
A. Background of the Study
Today, as the world is becoming more globalised, the needs, demands, and aspiration of the society let a new trend taking place. Zarefsky explained that today’s society undergoes a shift in economy, from “dominance in economy to dominance by information” (Zarefsky, 1996: 5). In Grice and Skinner, Hasling (1990) also pointed out that in a civilized culture, to defend our lives, the verbal ability is the one which we rely more than our physical strength, properties, and principles. Clearly, good communication skills, including oral communication (both interpersonal and public), listening, and written communication, play a critical role in this era. People are facing greater competitive pressures in many aspects of life, such as in school, communities, or workplaces. Therefore, only those who are well-prepared and multi-skilled will be able to survive.
Possessing good communication skills is inseparable from mastering language. The mastery of language will surely be a valuable asset for those who
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in this global era. In Indonesia, mastering English is no longer a luxury, yet it is a must, a minimum requirement for people who wish to stand out.
According to Lazaraton (2001), for most people, knowing a certain language means being able to speak that language. Even speaking is viewed as the most demanding, most language learners also feel it to be the most difficult skill to master. This is even felt by those who specially learn this language in their education, such as students of English Letters or English Language Education Study Program. While there are classes which are specially designed to promote student’s oral skill, they still find difficulties to organize their ideas and express them orally, especially when they face real situation such as to speak in public or interact with others outside the class.
This phenomenon leads us to look in depth about what happen in a common speaking class. When someone learns to speak a certain language, s/he has to get used to the elements of that language, such as vocabulary, grammar, pronunciation, expression used, and the manner of using it. A speaking class provides all those elements in its materials and instructions. Students are equipped with materials which focus on knowledge of language elements as well as language functions and then practice to use it continuously through a variety of tasks, such as games, role play, and discussion. To assure that students speak in the target language all the time, speaking is taught exclusively, meaning to say that it is taught with little presence of another skill. The tradition of teaching the language skills in segregated fashion brings about assumption that the presence of other skills such as listening, reading, and writing is considered less significant to
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the learning of speaking. It potentially limits students’ chance to speak and distract students’ attention to the speaking process.
The description above provides an overview on the instruction and materials given in a speaking class. We may conclude that a speaking class commonly tends to have segregated-fashion teaching and focus on linguistic functions. Oxford (2001) pointed out that learning the language in a segregated fashion, meaning to say to put a heavy focus on one specific skill and eliminate other skills may be considered as less meaningful to the learning process. She also stated that learning language skills in a segregated fashion which was believed to maximize the learning would not ensure adequate preparation for later success in the use of the language in everyday life. It is contrary to the integrated way that people use language in normal communication.
The materials which are often limited to functional linguistic and task- based oriented do not allow students to develop their critical thinking. There are very few materials related to a more in-depth discussion on certain theme or topic. Whereas, exposing students to certain topic or theme is widely known to have some advantages, such as providing a wider knowledge, developing their thinking and collaborative skill, and furthermore, using the language to fulfill a real purpose. Practicing memorized expression is considered not challenging, although practicing those expressions is important because it might lead to boredom and the use of L1 since the use of such expressions were not a new thing for them. As Oxford (2001) stated that incapability of using language in a real life
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was caused by a heavy focus on learning about and analyzing the language itself with little emphasis on authentic communication.
From the discussion above we may conclude that not only that it is found to be less meaningful, a speaking class which has segregated-fashion teaching and focuses on functional linguistic is also found to be less relevant and efficient. Thus, integrating the speaking skills to other skills such as listening, reading, and writing will surely promote the meaningfulness of learning. Integrating all four skills together with characteristics of the teacher, the learner, the setting, and the relevant languages is known as integrated-skills approach (Oxford: 2001). The integrated-skill approach exposes English language learners to authentic language and challenges them to interact naturally in the language. It is authentic because it reflects how we really use the language.
As it was described in the previous paragraphs, besides the instructions carried out, kinds of materials plays significant role in language learning. Careful selection on kinds of materials used is necessary. The use of authentic materials which shows the real use of language has been suggested by language teaching experts for years. Exposing students to a certain theme or topic provides advantages which are valuable for students’ development; moreover it is relevant to the real life situation both on their daily and academic life. This approach is known as content-based instruction. As discussed in the previous paragraph, it has advantages such as provide a wider knowledge and develop students’ thinking and
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Based on the explanation above, the innovation of using integrated-skills approach and content-based instruction with interesting authentic materials will give significant contribution on student’s competence in English. The advantages gained of using integrated skills approach and authentic materials considered being able to promote English proficiency of students of English Language Education Department of Sanata Dharma University. This study was intended to design supplementary materials for students of English Language Education Department of Sanata Dharma University based on integrated skills approach. The materials designed in this study are particularly for the speaking IV subject on English Education Department.
B. Problem Identification
One of the most fundamental skills required these days is the ability to communicate orally (both interpersonally and publicly), particularly using English language. Even speaking is viewed as the most demanding, most language learners also feel it to be the most difficult skill to master. This is even felt by those who specially learn this language in their education, such as students of English Letters or English Language Education Study Program. Even they perform well in the speaking class, sometimes they still have difficulties when they face real communication such as to speak in public or interact with others outside the class especially native speakers.
Based on the previous description, common speaking class, which
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function, is considered to be insufficient in promoting student’s oral competence. Oxford (2001) stated that incapability of using language in a real life was caused by a heavy focus on learning about and analyzing the language itself with little emphasis put on authentic communication. Instruction which employs the use of authentic communication will surely be meaningful for learners and lead them to communicate effectively.
The description given previously becomes the main reason for the writer to design a set of English speaking materials which is able to give meaningful learning to language learners. The instructional speaking materials will be designed in an integrated fashion. Here, the speaking skill is integrated with other skills such as listening, reading, and writing. The materials given is not only restricted to communicative expressions, it also pays attention to vocabulary and pronunciation. The materials designed also make use the principles of content- based language instruction since it has advantages such as such as providing a wider knowledge and develop thinking skills that surely promote meaningful learning.
The materials in this study are specially designed for the Speaking IV subject on English Language Education Study Program of Sanata Dharma University. There are some reasons of choosing this subject. Speaking IV has different characteristic from the other speaking class. There are distinct differences from the previous speaking classes, which are Speaking I, Speaking II, and Speaking III, which focus on the mastery of language functions. In the speaking IV subject, students begin to be introduced to public speaking skills.
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The ability to express ideas in front of audiences surely will be a valuable asset, especially in an increasingly competitive working world.
The increasing role of public speaking urges a need to set a good basis in learning public speaking skill. Designing a set of integrated English instructional materials for speaking IV subject is believed to be able to promote student’s oral competency in accordance to the goal of this subject. The integrated materials will cover multi skills which link topics, communicative functions, pronunciation, vocabulary, and also the four language skills, such as listening, speaking, reading, and writing. The writer will use both written and audio sources in the designed materials. Such sources set a good preparation on students before they express their ideas orally, moreover the ability of expressing response and interpretation on information on the message conveyed in the source is expected to provide a meaningful learning to students as well as set a good basis for the mastery of public speaking skill.
C. Problem Limitation
The problems to be discussed in this study are limited on designing a set of supplementary integrated English instructional speaking materials for speaking IV subject on English Language Education Study Program of Sanata Dharma University. This study is not intended to be an experimental project.
D. Problem Formulation
Based on the explanation in the previous parts, the writer formulates the
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1. How is a set of supplementary integrated English instructional speaking materials for speaking IV subject on English Language Education Study Program of Sanata Dharma University designed?
2. What will be a set of supplementary integrated English instructional speaking materials for speaking IV subject on English Language Education Study Program of Sanata Dharma University look like?
E. Objectives of the Study
Based on the problems that have been formulated above, this study is undertaken to: 1. design a set of supplementary integrated English instructional speaking materials for speaking IV subject on English Language Education Study
Program of Sanata Dharma University. 2. present the designed set of supplementary integrated English instructional speaking materials for speaking IV subject on English Language Education
Study Program of Sanata Dharma University.
F. Benefits of The Study
This study is expected to be beneficial for the following people:
1. The lecturers The materials designed in this study offers an alternative in giving
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materials to the lectures of English Education Study Program especially those who teach speaking IV subject. The materials are expected to be able to promote meaningful learning.
2. The students The materials designed may give different atmosphere to the learning process of students of English Language Education Study Program, especially those who are involved in speaking IV subject. The integrated materials are expected to foster their English interactive communication competence and to help learners to develop all language skills as well as their thinking and collaborative skill.
G. Definition of Terms
In order to avoid misinterpretation, there are several terms used in this study that need to be operationally defined.
1. Design According to Webster (1981: 611) design means a particular purpose held in view by an individual or group: a planned intention or the process of selecting the means and contriving the elements, steps and procedures for producing what will adequately satisfy some needs. Houle defines design as a develop plan to guide educational activity in situation. In this study, design means a set of plans to arrange supplementary materials which are used for leaning process in accordance
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2. Supplementary Oxford Advanced Learner’s Dictionary of Current English defines supplementary as additional or extra. In this study, supplementary means additional.
3. Instructional material According to Leslie J. Briggs (1984), instructional materials refer to the entire process of the analysis of learning needs and goals and the development of a delivery system to meet the needs; including the development of instructional and the activities and the tryout and revision of all instruction and learner assessment activities. Dick and Reiser (1989) stated that instructional materials refer to materials planned or designed for the use of teachers. In this study, instructional materials means set of activities and materials designed based a previous analysis on learners’ needs.
4. Speaking According to Widdowson (1979) speaking refers to a kind of active and productive interaction that makes use of aural mediums such are lips and tongue, and the other oral activities. In speaking activity, face to face interaction is emphasized including dialogue, cooperative learning, discussion, or other forms of verbal exchange as an act of communication. In this study, speaking refers to a process of oral communication.
5. Integrated materials Richards and Rogers (1988) define integrated materials as a set of
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speaking, reading and writing. In this study, integrated materials refer to a set of instructional materials that cover multi skills, including communicative functions and vocabulary and also the four language skills. These materials are employed by teachers as a mean to help the learners develop all four English skills, to obtain learners’ desired performance and to foster English interactive communication competence.
6. Speaking IV subject Speaking IV subject is a compulsory subject in English Language
Education Study Program of Sanata Dharma University. According to Panduan
Akademik Program Studi Pendidikan Bahasa Inggris, the goal of speaking IV
subject is that students are able to express themselves in oral communication in term of state their preference and opinion, to argue and to differ, to question and represent as fluently as possible in both everyday and formal situation. In this study, Speaking IV is a subject taught in English Language Education Study Program of Sanata Dharma University which purpose is promoting students’ communication skills, especially public speaking skills.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II REVIEW OF RELATED LITERATURE This chapter presents detailed discussion about some theories underlying
the study. This chapter is divided into two sections, namely: Theoretical Description and Theoretical Framework. In the first section, the writer will describe some theories which serve as a foundation for this study. The theoretical framework summarizes the writer’s framework and the steps in designing the instructional materials for Speaking IV subject.
B. Theoretical Description
This section deals with the discussion of theory of communicative language teaching, theory of teaching speaking for English as a second language, theory of public speaking, theory of integrated language teaching, and theory of instructional materials design model according to Kemp and Yalden.